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Tim Tim Harding Harding NAIGS Annual Conference 4 th July 2008 Welcome to………… [email protected] .uk

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Welcome to…………. Learning Science through Songs. Tim Harding. NAIGS Annual Conference 4 th July 2008. [email protected]. How do we learn ?. Seeing. Hearing. Auditory. Visual. graphic. verbal. verbal. musical. Doing. Kinaesthetic. Practical tasks. - PowerPoint PPT Presentation

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Page 1: Tim Harding

Tim HardingTim Harding NAIGS Annual Conference

4th July 2008

Welcome to…………

[email protected]

Page 2: Tim Harding

Visual Auditory

KinaesthetiKinaestheticc

How do we learn ?

Seeing

DoinDoingg

Hearing

verbal graphic verbal musical

Practical tasks

Body movement / actions

Page 3: Tim Harding

The Water cycle

Water is extremely important because it essential to all living things. It is a material which can change state. Liquid water evaporates to become water vapour- part of the air around us. When water vapour is cooled it changes back into liquid water. This can often be in the form of precipitation- rain, snow,sleet or hail.

So water is all around, in the air- as vapour , or perhaps as a liquid, such as puddles on the ground. These disappear when the water evaporates , a process aided by the sun and wind.

Water can also change into a solid, which we call ice, when the temperature falls to 0°. This, of course, melts again when the temperature rises.

When water gets very hot ,steam is produced as the water changes into water vapour.

These changes of state are called ‘reversible changes’.- Which means that the water can be returned to a former state.

Page 4: Tim Harding
Page 5: Tim Harding

Now let me tell you something ‘bout Water,

‘Cos if you don’t know by now, then you oughta.

We all need it so we think it’s great,

And it can even change it’s state.

Page 6: Tim Harding

The Water Cycle goes round and round

Evaporation Gas It’s part of the air

Condensation Cool Then a liquid is there

Precipitation Falls It goes to the ground

Page 7: Tim Harding

Evaporation

CondensationPrecipitationGas

Cool

Falls

Page 8: Tim Harding

Water Cycle Calypso

Page 9: Tim Harding

Now let me tell you something ‘bout Water,

‘Cos if you don’t know by now, then you oughta.

We all need it so we think it’s great,

And it can even change it’s state.

Page 10: Tim Harding

Evaporation

Condensation

Precipitation

Gas

Cool

Falls

It’s part of the air

Then a liquid is there

It goes to the ground

The Water Cycle goes round and round

Page 11: Tim Harding
Page 12: Tim Harding

And did you know that water is around us,

In vapour in the air or down on the ground, as

Puddles which can vanish in the sun and the breeze,

But watch the water freeze at zero degrees.

Page 13: Tim Harding

Evaporation

Condensation

Precipitation

Gas

Cool

Falls

It’s part of the air

Then a liquid is there

It goes to the ground

The Water Cycle goes round and round

Page 14: Tim Harding
Page 15: Tim Harding

So water can be solid when it’s frozen as ice,

Which melts into liquid when the temperatures rise.

When it boils it makes steam as it turns into gas -

Reversible changes of state don’t last.

Page 16: Tim Harding

Evaporation

Condensation

Precipitation

Gas

Cool

Falls

It’s part of the air

Then a liquid is there

It goes to the ground

The Water Cycle goes round and round

Page 17: Tim Harding
Page 18: Tim Harding

Song features• Musical elements to aid thinking & memory process

•Song Format

•Content & Context – characters – visual reference-

•Style- emotional impact

•Links to movement- actions / dance / clapping

Page 19: Tim Harding

Repetition

Rhythm

Rhymeverbal clues & prompts

Framework for thought patterns

fluency

reinforcement

Musical elements

Page 20: Tim Harding

The rain will fall

And the Sun will glow

Giving water and light

For the plants to …..

Page 21: Tim Harding

And the rain will fall

And the rain will fall and the Sun

will glow,

Page 22: Tim Harding

so the plants can grow.

Giving water…Giving water…

and light

Page 23: Tim Harding

Familiar Songs involving repetition

The wheels on the bus

If you’re happy and you know it

Old MacDonald

Frere Jaques

Page 24: Tim Harding

• Provides brilliant opportunity to encapsulate what it is you want to teach within a particular type of structure

Song format

•Gives opportunity to revisit several times & so emphasise the bits you really want to emphasise! (chorus)

•Each section can focus on concise body of information- can be sequential- progressing from one concept / idea to the next (verses).

Page 25: Tim Harding

We’ve got

the Force

Page 26: Tim Harding

If you want pulling or pushing or spinning around,

If you want upthrust or gravity to get to the ground,

If you want stretching or moving, as a matter of course,

You’ll want us, ‘cos we’ve got the force.

Page 27: Tim Harding

Well we meet with some resistance almost everywhere,

In the water, on the ground and even up in the air.

It slows us down, a bit of friction, and things get hot,

But that’s only on the surface and we like it a lot.

Page 28: Tim Harding

If you want pulling or pushing or spinning around,

If you want upthrust or gravity to get to the ground,

If you want stretching or moving, as a matter of course,

You’ll want us, ‘cos we’ve got the force.

Page 29: Tim Harding

Food Chain

Page 30: Tim Harding

Everything around us, if it’s alive,

Needs nutrition to survive,

And in an ecosystem in a habitat,

The animals know just where they’re at.

Page 31: Tim Harding

That’s part of the ……

Food chain - the transfer of energy

Food chain – nature’s way

Food chain – in a natural community,

Producer Consumer, A Predator

eating its prey.

Page 32: Tim Harding

All of Earth’s energy comes from the Sun,

And green plants can change it and pass it on,

Producing food for consumers in their leaves,

In a process called photosynthesis.

Page 33: Tim Harding

That’s part of the ……

Food chain - the transfer of energy,

Food chain – nature’s way.

Food chain – in a natural community,

Producer Consumer, A Predator

eating its prey.

Page 34: Tim Harding

Meanwhile….

Down in the pond,

There’s a little food chain on -

From pondweed to bugs and bugs to newt,

Oh no! The newt got eaten by a coot.

Page 35: Tim Harding

That’s part of the ……

Food chain - the transfer of energy,

Food chain – nature’s way.

Food chain – in a natural community,

Producer Consumer, A Predator

eating its prey.

Page 36: Tim Harding

Micro-organisms break down waste in the ground below,

Releasing nutrients into the soil that help the plants to grow.

Page 37: Tim Harding

That’s part of the ……

Food chain - the transfer of energy,

Food chain – nature’s way,

Food chain – in a natural community,

Producer Consumer, A Predator

eating its prey.

Page 38: Tim Harding

Content & context

•Familiar stories / rhymes

Baa Baa Black Sheep

Twinkle Twinkle Little Star

• ‘Science’ story characters

/ settings

• Mind Maps

Page 39: Tim Harding
Page 40: Tim Harding
Page 41: Tim Harding

What it’s all about Physical

processes-

we’ve got the force

Living things – part of the food-chain

Materials

what things are made of

That’s Science

Plants

Animals

Grouping

Changing

Separating

Environments

Forces & Movement

Electricity

Light

Sound

The Earth and beyond

Page 42: Tim Harding

Listen to the Listen to the SoundSound

Page 43: Tim Harding

Sound

Hear it Travel

round

air

some materials

ground

harder loude

rfurther

pitch

high

low

hit

scrape shak

e blow

Listen

shorter tighter thinner

longer looser thicker

made by (creation)

vibration

ear

Page 44: Tim Harding

Light & Dark: Objectives

• that light is essential for seeing things

•that objects cannot be seen in darkness

• that when it is dark other senses can be used to help us find things and identify things

• that there are many sources of light

• that light sources vary in brightness

• to observe and make comparisons of sources of light •that sources of light show up best at night-time

• to observe and make comparisons of sources of light and to try to explain what they observed

Page 45: Tim Harding

•that the Sun is the source of light for the Earth

•  that it is dangerous to look at the Sun because it is so bright

• to make observations and to try to explain these

• that shiny objects need a light source if they are to shine

•   that shiny objects are not light sources

• to suggest how to find out about where a reflective strip will shine brightly

• to make observations and simple comparisons and to say whether what they found out was what they expected

 

Page 46: Tim Harding

•  words and phrases related to light and dark eg bright, light, dark, black, night, day, reflect, reflective strip

•·   names of light sources eg torch, warning light, Sun, candle, lantern

•·   words and phrases used to make comparisons eg darker/darkest, bright/brighter/brightest

•expressions giving reasons using ‘because’.

Light & Dark: Vocabulary

Page 47: Tim Harding

 

Science Living Things

Materials & their Properties

Physical Processes

humans

animals

green plants

Environments & interdependence

variation & classification

Grouping Changing Separating

Forces & Movement Electricit

y

Light

Sound

The Earth and beyond

Scientific Enquiry

Pose Questions

Observe Find out Experiment

Communicate

Page 48: Tim Harding

 

Science Living Things

Materials & their Properties

Physical Processes

humans

animals

green plants

Environments & interdependence

variation & classification

GroupingChanging Separating

Forces & Movement Electricit

y

Light

Sound

The Earth and beyond

Scientific Enquiry

Pose Questions

ObserveFind out Experiment

Communicate

LIV

MATT

FIZZ

‘N’

S T MATE

Does it grow? does it feed?does it reproduce? have senses? does it move?

What is it made of, what can it do, what can we use it for?

Can it push, can it pull, can it make things move, does it have the force?